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-ing words are an integral part of colloquial dialogue. In some cases, writes can't avoid them, but at times, one can replace -ing words with stronger words.
This lesson plan provides a guide that students can use to replace to-be verbs with more powerful vocabulary in their writing.
EFFECT OF -ING WORDS:
Certain -ing forms, especially because of their overuse, create repetitive patterns. Although this can intrigue readers when used the right way, writers should replace -ing words when unintentional.
However, this advice does not pertain to all words with the -ing ending. For example, “ring,” although it ends with -ing, plays a different role from gerunds (–ing words used as nouns) such as “washing.” Similarly, the cases that this lesson will address do not cover -ing adjectives such as “soothing.”
1. Gerunds
Gerunds: -ing verbs that function as nouns – operate as subjects or objects
DON’T: Snorkeling is my favorite activity. (1)
DO: I love to snorkel in the depths of the ocean. (2)
However, consider which part of the sentence you want to pop.
(1): Emphasis falls on “snorkeling
(2): Emphasis falls on how “I” like to snorkel
Edit for gerunds based on context and emphasis.
2. Simultaneous vs sequential action
Participles: Convey simultaneous action.
CAUTION: Sometimes creates concurrent action that physically cannot happen
DO: Whistling, Leanne typed the final words of her article.
Works because we can whistle and type at the same time.
DON’T: Whistling, Leanne practiced her speech out loud.
Doesn’t work because we can’t whistle and speak at the same time.
3. Dangling modifiers.
DON’T: Hoping for a home run, the bat smacked against the ball when Jung-hoo Lee swung.
Doesn’t work because the bat can’t hope for a home run.
DO: Hoping for a home run, Jung-hoo Lee smacked his bat against the ball.
DO: Jung-hoo Lee smacked the ball, hoping for a home run.
As long as the participle aligns with the subject, it can be placed anywhere in the sentence.
4. Packed sentences
Packed sentences: Too many actions in a single sentence or a group of sentences.
vs academic writing: Combine as much information into one paragraph as possible → this often tires the reader.
Allow readers to see only one action in a sentence from time to time.
DON’T: Running to catch the bus, Mark slipped on the wet pavement, dropping his coffee and spilling it all over his shirt while the bus driver, who hadn't seen him, drove away without stopping, leaving Mark stranded and frustrated as he tried to dry himself off with his handkerchief.
DO: Mark ran to catch the bus, but he slipped on the wet pavement. / He dropped his coffee, spilling it on his shirt. / The bus driver didn't see him and drove away, leaving Mark stranded and frustrated as he tried to dry himself off with his handkerchief.
REMINDER: BREAK RULES
Remind your students that these rules are just tips and guidelines for better voice. If an alternative that uses a -ing word sounds better, then roll with the -ing word.
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